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Jernih, The Application Of Picture... 111

THE APPLICATION OF PICTURE WORD INDUCTIVE MODEL

(PWIM) TO IMPROVE STUDENTS’ ACHIEVEMENTS IN WRITING

DESCRIPTIVE TEXT

Jernih D Sinurat

English Education Department

University of Potensi Utama Medan, North Sumatera

[email protected]

Abstract: This study attempted to investigate the application of picture word inductive

model (PWIM) to improve students’ achievements in writing descriptive text. The purpose

of the study is to find out whether PWIM can improve students’ achievement in

writing descriptive. This study was conducted by applying classroom action research. The

subject of this study was the first year students ( X/A) of SMA Swasta Gajah Mada

Medan. The data of this research were obtained in two cycles. The instrument used for

collecting data was quantitative and qualitative. Based on the writing test result, the students’

score kept improving every test. The findings indicate that the using of PWIM as a media

of learning improved students’ writing achievement. The students’ score significant

improvement, the mean of second cycle i.e. 80.28 is higher that the mean of the first cycle

i.e. 70.86. Based on diary notes, questionnaire sheet, observation sheet and interview, it was

found that teaching learning process ran well. The conclusion is that the using of PWIM as

a media of learning improves students’ writing Achievement.

Keywords: PWIM, students’ achievement, writing descriptive

Abstrak: Penelitian ini mencoba untuk menyelidiki penerapan model induktif kata

bergambar (PWIM) untuk meningkatkan prestasi siswa dalam menulis teks deskriptif.

Tujuan dari penelitian ini adalah untuk mengetahui apakah PWIM dapat meningkatkan

prestasi siswa dalam menulis deskriptif. Penelitian ini dilakukan dengan menerapkan

penelitian tindakan kelas. Subjek penelitian ini adalah siswa tahun pertama (X/A) SMA

Swasta Gajah Mada Medan. Data penelitian ini diperoleh dalam dua siklus. Instrumen yang

digunakan untuk mengumpulkan data adalah kuantitatif dan kualitatif. Berdasarkan hasil

tes tertulis, skor siswa terus meningkat pada setiap tes. Temuan menunjukkan bahwa

penggunaan PWIM sebagai media pembelajaran meningkatkan prestasi menulis siswa. Skor

siswa mengalami peningkatan yang signifikan, rata-rata siklus kedua yaitu 80,28 lebih

tinggi daripada rata-rata siklus pertama yaitu 70,86. Berdasarkan catatan harian, lembar

kuesioner, lembar observasi dan wawancara, ditemukan bahwa proses belajar mengajar

berjalan dengan baik. Kesimpulannya adalah penggunaan PWIM sebagai media

pembelajaran meningkatkan prestasi menulis siswa.

Kata Kunci: PWIM, prestasi belajar siswa, menulis deskriptif

INTRODUCTION

Language is a tool of communication. To communicate with people in the world, one

needs to master a global language that is used by people throughout the world. English is a

language that has spread far as a foreign language in many communities. English has held

an important role in this global era. Today in every place in the world, people try to speak

English.

112. MELT Journal, Vol 2, Issue 2, December 2017 ISSN:2528-0287

English education in Indonesia holds a crucial meaning. In every school, English has

been an important subject to be taught to the students. The students study in english so that

they can to interact with the other people with the different language because english is the

international language in the world. So the teachers in the school taught all subjects in

English.

The goal of learning English is to help students to master four skills of language,

namely: speaking, listening, reading, and writing. Writing is spoken language for the child,

is acquired naturally as the result of being exposed whereas the ability to write has to be

consciously learned (Harmer 2004: 3). In writing, if one wants to write, he would plan the

topic to be discussed and plan the sentences, which are aimed to develop and explains the

topic. In choosing the topic, tap the curiosity and investigate the subject that interest.

Writing is not easily skill for students to be mastered. Writing invites the students to

focus on accurate language use because they think a writer has a talent so that the students

are not sure about their writing. There are problems that the students faced in writing namely

the students do not learn that writing as a way to express their feeling or their ideas and the

students do not think that writing is an important tool for communication with other people.

Beside it the students sometimes confused when retelling previous experience, because of

lack of grammar. That makes the students basically dislike studying English. In writing

descriptive text, students find some difficulties in building and developing their ideas,

choosing the right words, using the grammar and organizing the text. In grammar, they are

difficult in using simple present in writing descriptive text.

Considering the reasons that have been discussed before, the researcher proposes a

method in order to improve the students’ ability in writing descriptive text. Picture word

inductive model (PWIM) is recommended by the writer to be one of strategies applied in

teaching descriptive writing. Calhoun (1999: 21) states that picture selected by the teacher,

identify what students see in the picture word chart to read their own sets of words, classify

words according to properties, students can identify and develop titles, sentences and

paragraphs about the picture. On the hand, Picture Word Inductive Model (PWIM) is a model

of study that uses pictures and words to stimulate students’ thinking inductively, from the

specific thinking (looking at the picture and words) to general thinking (making the pictures

and the words that available become a sentence then a paragraph).

By applying Picture Word Inductive Model, students can their vocabularies while

they identify the picture. The class is going to be more active and interesting. In conducting

Picture Word Inductive Model, the role of the teacher is very important in helping their

students. Students can discuss each other as well as the teacher. Picture Word Inductive

Model provides an interesting, active and cooperative teaching learning process.

Based on the related explanation before, the researcher expects by applying Picture

Word Inductive Model (PWMI) in teaching descriptive writing can improve the students’

ability in writing descriptive text.

LITERATURE REVIEW

In conducting a research, more explanations about the theories that are used in this

research are important in order to avoid misunderstanding between the writer and the reader.

The following terms are important to be discussed so that the writer and the reader may have

the same perception of them.


Students’ Achievement

Students’ achievements are concerned with how a student has done in relation to a

particular course or program. They usually come at the end of the program, and are

deliberately based on the content covered in it. Achievement tests are useful for the teacher

as well as the students. They indicate how well teaching has succeeded, and where

improvements need to be made.

Based on the Taxonomy Bloom there are three aspects of learning achievement such

as Cognitive, Affective and Psychomotor. Cognition consisted of knowledge, understanding,

application, analysis, synthetic and evaluation. Affective is the changing of behavior that

affects someone to do something. Psychomotor, the skill to do something, ready to do it

based on physic and emotion, self-control and become a habit. The students’ achievement is

the goal that should be reached by the teacher as the result of imparting the knowledge,

developing understanding and skills.

Writing

In general writing is considered as a one-way transmission from writers’ mind to the

working out of a graphic display. Peha (2003: 58) states that writing is the communication

of content for a purpose to an audience. There are two parts of the content: the main idea,

the one most important thing writers want the readers to know and the key details, additional

information that supports and explains the main idea. Writers want the readers to think

something after they have finished reading. People always have questions to be answered

after reading a written text. So, writers should think of the audience as the people they are

writing to and the questions they have about the topic.

Writing is activity of taking ideas, thoughts, and emotions and transferring them onto

paper (or a computer screen) using knowledge of language conventions and the writing

process to create meaningful text. Undoubtedly, writing is most difficult skill for students to

be mastered, especially for students with English as a second language. The difficulty lies

not only in generating and organizing ideas, but also in translating these ideas into readable

text. Furthermore, students have to pay attention to lower level skills of spelling, punctuation

and word choice.

Writing is a powerful instrument for students to use to express their thoughts,

feelings, and judgement about what they have read, seen, or experienced. As students have

developed an understanding of the writing process, they are able to express their writing skill

more confidently and effectively.

Knap & Watkins (2005: 22) state that the term ‘genre’ has been around for a long

time. It has been theorized from a range of perspectives, including literary studies, popular

culture, linguistics, pedagogy and more recently, English / literacy education.

According to Gerot & Wignell (1994: 17) a genre can be defined as a culturally

specific text-type which results from using language (written or spoken) to (help) accomplish

something. Genre are classified according to their social purpose and identified according to

the stages they move through to attain their purpose. There are some types of genre namely

spoof, recount, report, exposition, news item, anecdote, narrative, procedure, descriptive,

explanation, discussion, and review. Every genre has a number of characteristic and it has

the specific purpose which make it is different from other genre. In this study, the writer only

focuses on the genre of descriptive writing.


Descriptive Text The genre of describing is one of the fundamental functions of any language system

and one of the first skills emergent language-users learn to control. It is also one of the most

widely used genres across all of the learning areas (Knapp & Watkins: 2005).

Siahaan & Shinoda (2007: 89) state that description is written English text in which

the writer describes an object. In this text, the object can be concrete or abstract object. It

can be a person, or animal, or a tree, or a house, or camping. It can be about any topic.

Description is a text containing two components; identification and description by

which a writer describes an object. The social function of descriptive text is to describe

particular person, or animal, or place or thing.

The generic structure of the descriptive text, are: the identification is to identify the

object to be described. The description is describes parts, qualities, and characteristics of the

parts of object.

The grammatical features of descriptive text according to Knapp & Watkins (2005:

99) are: (1) when describing things, the present tense is used, (2) Focus on specific

participants, (3) Use of Attributive and identifying processes. (4) Frequent use of Epithets

and classifiers in nominal groups. Here is the example of descriptive text

Table 1. The Example of Descriptive Text

Identification The olive tree, which grows in front of my house, is beautiful.

Description It has a vertical trunk. Its main biggest branches start growing

from the trunk about two meters above the ground level. The

lowest branches grow almost vertical around the trunk. Each of

them has several branches too. The branches toward the top of

the trunk become smaller and smaller. It has a tick green leaf.

It is so natural, that it gives wisdom to our house.

Picture Word Inductive Model

Calhoun (1999: 21) states that Picture Word Inductive Model (PWIM) is an inquiry-

oriented languages arts strategy that uses pictures containing familiar objects and actions to

elicit words from children’s listening and speaking vocabularies. Teachers use the Picture

Word Inductive Model (PWIM) with classes, small groups, and individuals to lead them into

inquiring about words. The model is designed to capitalize on students’ ability to think

inductively. A major principal of the model is that the students have the capability to make

generalizations that can help them to master the conventions of language.

The basic material for this model is the picture word chart. The picture word chart

comprises the picture and the words that are identified from the pictures by the students. The

concept of using pictures as a stimulus for language experience activities in the classroom

was developed specially for teaching students to read and write.

The Picture Word Inductive Model (PWIM) is designed to enable students to be

immediately successful as language learners in the formal school setting and to immerse

them in how language works.


The Picture Word Inductive Model (PWIM) approaches the development of sight

vocabulary directly. The students read and spell the words that are shaken out of the picture.

Then, these words are placed on large word cards that they can look at and the teacher can

use for group instruction. Students also get their own set of word cards. They sort these

words and consult the picture dictionary to check their understanding and refresh meaning

of the words. The students keep word cards in enveloes, word banks, or word boxes,

consulting them as they wish and eventually using the cards and words to compose

sentences.

Procedure of Applying Picture Word Inductive Model

According to Calhoun (1999: 23), there are ten moves of the Picture Word Inductive

Model (PWIM). Those are: Select a picture. The teacher selects an interesting picture that is

related to the topic. The right pictures are tangible, concrete and attractive. Place the picture

on the board or wall that is that is at eye level of the students to aid their exploration and

gathering of evidence. The richer and larger picture is suggested in this model.

Ask the students to identify what they see in the picture. Ask students to discuss the

picture in group is better in this case. Make a group of 4-5 students. Individual discussion is

suggested for the shy students. Help students to find what they see in the picture. Ask them

to relate the pictures to their daily life and then generate their confidence to participate in the

classroom activities.

Label the picture parts identified. Label the picture parts that have been identified by

the students by drawing a line from the identified object or area. Ask students to say the

word and write the word in large enough print. Then, ask students to spell and pronounce

the word.

Read and review the picture word chart aloud. Lead the students to read aloud and

review the chart together daily.

Ask the students to read the words. Students read and classified the words into a

variety of groups, e.g. beginning consonant (chair, cat, chalk, candy) and rhyming words

(peach, watch, cheese, chalk).

Read and review the picture word chart. Students say the word, spell it and say it

again.

Add words, if desired, to the picture word chart and to the word banks. Ask the

students to find many words that belong to useful categories. These words can be used as a

part of the lesson.

Lead students in creating a title for the picture word chart. Lead students to think

about the information in their chart and what they want to announce first to the reader. They

are free to create the title so far it is related to the topic.

Ask the students to generate a sentences or a paragraph about the picture word chart

Ask students to classify sentences and lead them to organize the sentences into a good

paragraph. Lead them to make a descriptive text. Read and review the sentences and

paragraph. The goal is for every student to learn to read the sentences and paragraph

fluently.


METHODOLOGY

This research was designed as an action research because it involved substantive act

with a research procedure to find the improvement. A classroom action research was

conducted because it could result the improvement of students’ skill. An action research is

an action discipline by enquiry in which a personal attempt at understanding while engages

in a process of improvement and reform (Hopkins, 19993:44). Since it is a process of

improvement, it can be implemented in the classroom which teaching learning process

occurs.

Burns (1994: 293) defines action research as the application of fact that is found to

practical problem solving in a social situation with a view to improve the quality of action

within it. According to Wallance (1998: 18) action research focuses on individual or small

group professional practice in it is not concerned with making general statement. An action

research does a whole process in which a problem situation diagnosed, remedial action

planned and implemented, and its effect monitored to know how far the improvements are

to get underway. So, the main aim of action research is to solve real problem.

There are four steps need to be done in classroom action research, they are: planning,

action, observation, and reflection.

1) Planning means identifying a problem or issue and developing a plan of action in order

to bring about improvements in a specific area of the research context.

2) Action is about deliberating the process activity that will be done.

3) Observation concerns with observing the effect and documenting the context, actions,

and opinions of those involved.

4) Reflection is evaluating the effect of the action in order to make sense of what has

happened. (Kemmis & Mc Taggart, 1228 in Burns, 2010)

Those four steps are conducted in a cycle. Teacher needs to prepare actions that she

is going to do because the first cycle will influence the second cycle and so on. Each cycle

has three meetings. The cycle of process is done till the problem is resolved.

The cycle can be seen in this figure.

Figure 1. Action Research Model (Kemmis and Mc Taggart 1998)

The Subject of the Research

The subject of this research is the Grade X students of SMA SMA Swasta Gajah

Mada Medan. The subject was chosen because the researcher found some problems in their

writing achievement and the researcher assumed that those students needed the improvement

of their writing descriptive text.


The Instrument of Data collection

The instruments of data collection in this research are: (1) written test that were used

to assess the students’ achievement in writing descriptive text, (2) diary note which

contained the research’s personal evaluation about the class and the progress of the project,

(3) Observation sheet that were prepared to investigate the situation and the problems found

during the teaching and learning process, (4) Questionnaire sheet that were needed to know

student’ opinion about English subject, descriptive text and Picture Word Inductive Model,

(5)Interview sheet that were useful to know the response about the implementation of Picture

Word Inductive Model.

The Technique for Analyzing the Data

This research is conducted in cycle. The collecting data is conducted by

administrating two cycles. Each cycle has three meetings. Every meeting has four steeps that

need to be followed namely planning, action, observation, and reflection.

Cycle 1

Planning

The teacher begins the teaching by planning teaching materials. It is important to be

done in order to make every steps of teaching learning process run well. The researcher

prepares these things:

1) Giving the test to the students to know the student’s basic skill in writing descriptive text

before the students are taught by using Picture Word Inductive Model (PWIM).

2) The lesson plan about the topic, that is writing descriptive text, for each meeting.

3) Preparing and making media that was needed when doing the scenario of teaching

learning,

4) Preparing the interview and observation sheets that were used to know student’s reaction

and class condition as a whole, and also to see the development that was existed since

applying the Picture Word Inductive Model.

5) Preparing the writing test II

Action

Action was the implementation of planning. The entire action was run based on the

planning before. The researcher should be more flexible and welcome to the situation

changing in the class. Thus, the action should be dynamic, need immediately decision for

what should be done and complete simple evaluation. Picture Word Inductive Model was

applied in this phase. The activities in action were showed in Table 3.1:

Table 2. The Activities In The Action

Activities Output

1. Conducting the orientation test of

descriptive writing.

1. Students’ achievement

score.

2. Teacher told the students the goal of the

activity.

2. Students understood the

goal of the activity.

3. Teacher explained about descriptive text;

the social function, definition, the

generic structures and the grammatical

features of the text.

3. Students’ understanding

about the information

and the concept of

descriptive text.


4. Teacher gave an example of descriptive

text. Reading the text with the students

and asking students to find the generic

structures and analyze the language

features of the text.

4. Students were able to

identify a simple

descriptive text.

5. Students were divided into groups

consist of 5-6 students. The groups were

formed randomly.

5. Students sat in groups.

6. Teacher demonstrated The Picture Word

Inductive Model in teaching descriptive

writing;

a. Teacher displayed a large picture on

the board.

b. Asking the students to identify the

picture.

c. Teacher along with the students

lablled the picture parts they had

identified.

d. Teacher spelled and pronounced the

words of the picture parts identified

and asked the students to repeat after

her.

e. Teacher made a word chart which

was placed beside the picture and

invited students to write all the words

of picture parts identified in the word

chart.

f. Teacher pronounced the words in the

word chart followed by the students.

g. Teacher made an example of the

picture title and asked students to

create a title of the picture.

h. Teacher made a sentence from the

word in the word chart to generate the

picture title and asked the groups to

generate their own title.

i. Teacher continued making the

sentences into a paragraph which

described the picture and asked the

students to make a simple descriptive

text about the picture by using the

word in the word chart.

j. Representative of each group read

aloud their text.

k. Students were supposed to give

comments and suggestions of their

friends’ work.

6. Applying Picture Word

Inductive Model in

teaching descriptive

text.

7. Conducting writing test II 7. Students’ achievement

score.


Observation

Observation is done by using diary note and observation sheet. Observation is

proposed to find out the information from the teacher side, students side, and the situation

side.

Reflection

Reflection is a feedback process from the action that will be done. It is very necessary

to help the researcher make decision for what to do or to revise. The teacher takes feedback

on teaching-learning process from the result of the observation, the problem that exist, and

the causes of the problem.

Cycle 2

The second cycle purposes to improve the data in the first cycle. If in the first cycle,

the score of the students are still low, the second cycle will be carry on. It also involves four

steps like in the first cycle; planning, action, observation and reflection.

Scoring of Writing Test

To evaluate the students’ improvement in writing descriptive text is needed scoring

of writing. According to Jacobs (1983: 104) there are 5 components that will be used in

scoring of writing. They are:

Content: Scoring the content is based on the students’ ability to write their ideas and

information in the form of logical sentences.

Vocabulary: Vocabulary refers to the students’ ability in using word effectively and

appropriate register.

Language use: Language use refers to the students’ ability in writing the sentence correctly

and logically.

Mechanical skill: Mechanical skill refers to the students’ ability to use correctly those

convention peculiar to written language e.g. punctuation, spelling.

Table 3. Criteria of Students’ Achievement.

No Quantitative Qualitative

1 85-100 Excellent

2 70-84 Good

3 60-69 Fair

4 50-59 Poor

5 0-49 Fail

Technique of Data Analysis

In this study, the researcher used the qualitative and quantitative data to measure the

improvement of the students in writing descriptive text. Qualitative data was taken from the

observation sheet, diary notes and questionnaire. Qualitative data was drawn whether the

teaching learning process had reached the goal of the study or not, while quantitative data

were taken the writing test conducted in each cycle after doing the treatment. Qualitative


data was helped the researcher in analyzing the improvement of students’ achievement in

writing descriptive text. The quantitative data were show the effectiveness of teaching

learning process through Picture Word Inductive Model.

To know the mean of the student’s score of each cycle, the researcher will apply the

formula below:

N

XX

Where:

X = the mean of students’ score

X = the total score

N = the total numbers of students.

To categorize the number of component student, the following formula was applied:

T

RP x 100%

Where:

P = the percentage of students who get the score up to 75

R = the number of students who get the score up to 75

T = the total number of students taking the test

Data

The data in this research were classified into two kinds they were quantitative and

qualitative. Quantitative data were taken from the result of the test which given to the

students while qualitative data analyzed from the observation sheet, diary notes and

interview. In collecting the data, the writer has conducted five meetings. There were

consisting in two cycles. The first cycle was three meetings and the second cycle was two

meetings. All the data were taken from the second year of science students that consisted of

36 students and the writer taken 32 students as sample.

The Quantitative Data

The quantitative data were taken from writing test score. The writing test was carried

out in the last meeting within two cycles. Every cycle consisted of two meetings. So, the

students’ writing test scores were taken once in one cycle and one orientation score was

taken in the first meeting. The first test as an orientation test was given without any treatment.

The test in cycle I and cycle II were given to the students after teached completely in every

cycle.

From the result of those data, the improvement of student’s achievement in writing

descriptive text used of picture word inductive model (PWIM) as could be seen from the

mean got in orientation test, test I (in cycle 1) and test II (in cycle 2). The result of students’

writing scores can be seen in the below table.

Table 4. Students’ Writing Score


No. Students’ Initial

Name

Orientation

Test

Score in

Cycle I

Score in

Cycle II

1 AGR 46 50 70

2 AOS 50 65 70

3 BPS 51 73 83

4 DP 51 75 80

5 DOS 52 60 79

6 DS 54 73 80

7 ES 54 73 78

8 EES 58 60 70

9 FFS 58 75 87

10 FS 59 65 80

11 GS 59 65 78

12 IS 59 70 87

13 IJS 59 74 84

14 JS 59 70 75

15 JM 59 78 79

16 KKT 59 66 81

17 KS 59 70 75

18 LFS 59 75 81

19 LS 60 73 79

20 LRS 60 75 82

21 MSH 60 65 80

22 MST 61 72 79

23 MHS 61 77 85

24 MSM 61 70 78

25 MIS 61 76 80

26 RST 61 77 85

27 RRS 61 69 86

28 RMM 61 75 86

29 RSR 62 74 85

30 RSH 63 70 83

31 SMS 76 77 81

32 VN 60 75 83

Total 1,873 2,262 2,569

Mean 58.53 70.68 80.28

The Qualitative Data

The qualitative data were taken from observation sheet, diary notes and interview.

The observation sheet was aimed to describe the situation, the responds of the students and

the teacher’s attitude during teaching-learning process. The diary notes were aimed to know

the writer’s personal evaluation about the situation during teaching-learning process.

Interview was done in the first meeting and last meeting. The interview was done to the

students and English teacher. The interview was done twice, the first one to find out the

students’ difficulties in writing English while the last to find out the students’ opinion about

picture word inductive model (PWIM).

Data Analysis

The Quantitative Data


From the each test which was given to the students, it was known that there was

students’ improvement. There was three times test which had been examined. The first test

was orientation test, the second was test of cycle 1 and the last was test of cycle 2.

It was found that the students score kept improving from meeting to meeting. The

students score in orientation test was lower than test of cycle 1. Then, the student score in

cycle 2 was higher than the students score in cycle 1. The improvement of students’ writing

score on writing descriptive text through picture word inductive model (PWIM) can be seen

from the mean of students’ score in every writing test through this following formula:

=X∑𝑥

𝑁x100%

Where:

X = the mean of the students

∑x = the total score

N = the number of the students

Table 5. Students’ Mean Scores

Tests Total Score Mean

Orientation Test 1,873 1,873

Test in Cycle I 2,262 2,262

Test in Cycle II 2,569 2,569

The table above showed that there is improvement of the students’ mean score during

the research. The students’ mean score in the writing test cycle I was higher than pre-test.

The students’ mean scores writing test cycle II was the highest from all the students’ mean

score during the research. The students’ mean score improved from 58.53 to 70.54 to 80.28.

The range of students’ score improvement as follows: There were one student who

got highest score improvement, they are in the range 30-34 (very high). There were eight

students in the range of score improvement 25-29 (high). There were thirteen students could

only the improvement 20-24 (medium). In the range of score improvement about 15-19

(average), there were eight students who got this range. No students get improvement about

10-14 (low). One student got less improvement.

Table 6. The Range of Students’ Score Improvement

Range of Score

Improvement

Students’ Initial Name Total

30-34 MIS 1

25-29 MST, DOS, DS, FFS, IS, IJS, RRS,

RMM

8

20-24

LS, LRS, MSH, MST, MHS, MSM,

MIS, RST, RMM, RSR, RSH, VN

13

15-19

JS, RSH, MIS, MST, LS, GS, MSM,

KS

8

10-14 EES 1

5-9 SMS 1

The percentage of students who were successful in learning during the research could

be seen as follow:


1. The number of students who got score ≥ 75 in orientation test was 1 student and the

number of students who did the test was 32 students. So the percentage of the students who

got score ≥ 75 was 3.12 %.

2. The percentage of students who were success learning in cycle I: The number of

students who got ≥ 75 was 11 students and the number of students who did the test was 32

students. So the percentage of the students who got score ≥ 75 was 34.37 %.

3. The percentage of students who were success in learning in writing test cycle II: The

number of students who got ≥ 75 was 29 students and the number of students who did the

test was 32 students. So the percentage of the students who got score ≥ 75 was 90.62%.

The percentage students who were successful in learning was calculated by the

following formula: P =𝑅

𝑇x100 %

Where:

P : the percentage of the students who got score ≥ 75

R : the number of students who got score ≥ 75

T : the number of the students who did the test

Based on figure 2 above, it showed that percentage of students who were

successful in learning improved in each test. In Orientation test there was only 3.12 %. (One

student) who got score ≥ 75. In cycle I test there was the improvement of percentage of

students who got score ≥ 75 that was 34.37 % (eleven students). In the cycle II there test was

90.62%. (29 students) who got score ≥ 75. In the cycle II, not all students got score ≥ 75 but

there were three students who did not get score ≥ 75. Even though they did not get score ≥

75, their score kept improving from pre-test until writing test cycle II. Thus, it could be said

that the use of picture word inductive model (PWIM) in teaching writing descriptive text

could improve students’ skill in writing descriptive text.

Table 7. The Percentage Of Master Students In Writing Competence

Meeting

Students who got score up to 75

Students’ Initial

Name Total

Percentage

(%)

Orientation test SMS 1 3.22%

Test in Cycle I DP, FFS, JM,

LFS, LRS, MHS,

MIS, RST,

RMM, SMS,VN

11 32.25%

Test in Cycle II MSM, DP, DOS,

DS, ES, FFS, FS,

GS, MIS, IS, IJS,

JS, JM, KKT,

KS, LFS, LS,

LRS, MSH, JM,

MST, MHS,

RST, RRS,

RMM, RSR,

RSH, SMS, VN

29 90.32%

The Qualitative Data

Diary Notes

From the diary notes it was found that the students had difficulties in writing skill in

the first meeting of the research. They did not transfer their idea into text well. When picture


word inductive model (PWIM) was introduced for them, they became active and interested

to write a text. So that by getting these diary notes, the writer has known the reflection and

evaluation of using the picture word inductive model (PWIM) in teaching writing.

Observation Sheet

Based on the observation sheet, the teacher used an exciting model or media to attract

students’ attention. The teacher used PWIM structure to make teaching process run well. It

was aimed to encourage the students to write without afraid to make a mistake in writing.

However, some of the students were still confused and could not identify the parts of

descriptive text. It was caused by their limited vocabularies and seldom practiced in writing.

The teacher tried to make the students write without felt make mistake in writing through

picture word inductive model and asking them to make a cooperation during the teaching

learning process.

Interview

Based on the interview, it was found that the students had problem in learning

writing. They admitted that they still had low writing skill because they lacked of English

vocabularies, rarely reviewed and rehearsed unfamiliar English words. However, after they

got the treatment, the confessed that their writing descriptive improved significantly.

FINDING AND DISCUSSION

From all the data analyzed, the writer found that there was an improvement of

students’ writing skill in descriptive text taught through picture word inductive model

(PWIM). The students’ mean score in orientation test before treated by PWIM was 58.53

and one student got score ≥75 so the percentage of students who were success in learning

improved in writing test I is 3.12%. The students’ mean score in cycle I test after treated by

picture word inductive model (PWIM) was 70.68 and eleven students got score ≥75 so the

percentage of students who were success in learning improved in writing test II was 34.37%.

The students’ mean score in cycle II test after treated by picture word inductive model

(PWIM) more detailed was 80.09 and twenty nine students got score ≥75 so the percentage

of students who were success in learning improved in writing test II was 90.62%.

The writer also analyzed the qualitative data which taken from diary notes,

observation sheet, and interview. It was found that students were very interested in following

picture word inductive model (PWIM), students were able to use picture word inductive

model in transferring their idea into text well, and the class was effectively run from diary

notes, observation sheet, questionnaire sheet and interview. All these data indicated that most

of students gave good attitude and response during the teaching and learning process. The

students enjoy the lesson.

Based on the quantitative (score of writing test) and qualitative data (diary notes,

observation sheet, and interview) during cycle I and II, the writer found that the students

made improvement in their skill in writing descriptive text, and also it was found that the

teaching process run well. It can be concluded that picture word inductive model (PWIM)

had successfully improved students’ writing skill in writing descriptive text. Thus, picture

word inductive model (PWIM) as a good media in teaching descriptive text and helps the

students to be more interested in writing. Besides that, teacher can be taught students through

picture word inductive model (PWIM) or others media, it can helps the teacher.

CONCLUSION AND SUGGESTION


After analyzing the data, the writer found out that the students’ writing score

significantly improve. It can be seen from the improvement of the students’ means score in

orientation test was 58.53 (3.12%), it was improved in cycle I test became 70.68 (34.37%)

and became 80.28 (90.62%) in cycle II test. Moreover, the students were enjoying in writing

descriptive text through picture word inductive model (PWIM). It was showed in diary notes,

observation sheet, questionnaire sheet and interview.

Based on the result of the data, the conclusion was that picture word inductive model

(PWIM) significantly improved students’ skill in writing descriptive text.

The findings of this research showed that picture word inductive model (PWIM)

could improve students’ skill in writing descriptive text. Therefore, the following suggestion

is offered for English teacher should use media in teaching learning process because the

writer has experienced the benefits through picture word inductive model (PWIM) of

teaching writing.

REFERENCES

[1] Arsyad, A. (2007). Media Pembelajaran. Jakarta: P.T. Rajagrafindo Persada

[2] Byrne, D. (2002). Teaching Writing Skills. Singapore: Longman.

[3] Coffin, C., et al. (2003). Teaching Academic Writing. England: Routledge.

[4] Ferrance, E. (2000). Action Research. New England: Brown University.

[5] Graham, S.and Perin, D. (2007).Writing Next: Effective Strategies to Improve Writing of

Adolescents in Middle and High School. NewYork: Alliance for Excellent

Education.

[6] Harmer, J. (2004). How to Teach Writing. New York: Longman.

[7] Hyland, K. (2002). Teaching and Researching Writing. England: Pearson Education.

[8] Knapp, P. and Watkins, M. (2005). Genre, Text, Grammar. Australia: University of New

South Wales Press Ltd.

[9] Nunan, D. (2003).Practical English Language Teaching. New York: McGraw-Hill

Education.

[10] Rusman,. (2013). Model-Model Pembelajaran. Jakarta: Rajawali Pers.

[11] Siahaan, S. and Shinoda, K. (2008). Generic Text Structure. Yogyakarta: Graha Ilmu.

[12] Weigle, S.C. (2002). Assessing Writing. Cambridge: University Press.

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